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"This book examines the intricate challenges faced by women and families during the transition to motherhood. It presents unique theoretical and methodological approaches to studying women's transition from being employees to working mothers. Its focus is on the impact of work on the transition to motherhood, and the impact of motherhood on women's working arrangements, work attitudes, work experiences and perspectives. Special attention is given to intervention research that can enhance the health and well-being of mothers and employers as they reconcile demands of the family-work interface. Integrating theoretical framework development and methodological considerations, this book provides an in-depth introduction to the topic. It brings together researchers and experts on the work-family interface, on workplace discrimination during pregnancy and early motherhood, and well-being"--Provided by publisher

In this paper, we provide a fiery critique of the tendency for management research to adopt gender-blind perspectives and call on management scholars to step up and call workplaces what they are: gendered. Blending perspectives from diversity scholarship, organizational sciences, popular culture, feminism, etc., we provide a multifaceted argument for why ignoring gender in our work is harmful to our field and to gender equity efforts.

Although substantive research examining work teams continues to grow, methodological research examining the collection of team survey data lags behind substantive progress. To address this research gap, we test how individual and team characteristics affect one's likelihood of completing a team survey. Using multilevel ordinal logistic regression analysis of human resources information systems data and survey responses from 3,403 clinical staff within 900 multidisciplinary healthcare teams, we found that time dedicated to the team, leadership status, and team size relate to response behavior, with differential effects for men and women. We discuss implications for team research in real-world organizational contexts.

PurposeThe lack of progress toward equity in the U.S. is evident across many spheres of society, academia notwithstanding. Women academicians, in particular, face many barriers that prevent them from advancing–including a continued unsupportive climate, competing work and family demands, and interpersonal discrimination. This paper reflects on a collaborative research effort in the United States to enhance allyship for women in academia.Design/methodology/approachThe authors partnered with a major university to hold ally training for department chairs during a university-wide department chair meeting. The authors developed a methodology for creating and implementing training content using a focus-group-based training needs analysis and a diversity science grounded approach to allyship training. The authors followed this up with surveys to assess impact.FindingsParticipants indicated that they learned from the training, but participation in follow-up data collection was limited, hampering the ability to conduct rigorous quantitative analyses around intervention impact.Research limitations/implicationsAlthough the sample size may have been too limited to detect effects, the current study provides an approach that furthers the way in which researchers and practitioners can better assess the impact of allyship to women academicians.Practical implicationsPublished research on allies is very limited. The current research examines allies in the context of helping women in academia.Originality/valueDespite widespread recognition of the importance of first-line supervisors in support of diversity, limited intervention designs are available. The authors add to the extant literature on diversity interventions, while highlighting barriers to rigorous intervention evaluation.